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Book part
Publication date: 4 January 2012

Magnus Klofsten and Staffan Öberg

This chapter focuses on two major concepts in entrepreneurship training, namely coaching and mentoring. A study of these concepts reveals at least two schools of thought, that…

Abstract

This chapter focuses on two major concepts in entrepreneurship training, namely coaching and mentoring. A study of these concepts reveals at least two schools of thought, that coaching and mentoring are two parallel and distinct activities that can be used to support each other, and that coaching and mentoring are not separate activities — coaching is considered part of the mentoring activity or mentoring part of the coaching activity. Data from 36 university-based training programmes and 450 coaching and mentoring cases at 7 Swedish universities were analysed. We used a checklist to gather information on 21 items linked to these 4 distinctive groups: first structural issues (mission, form and task); second, process issues (i.e. connection to programme content, meeting environment, problem solving, assessing the opportunity or idea, operative role, confidentiality and networking); third relationship (i.e. extent, meeting, initiative, homework, documentation and follow-up) and fourth character of the coach and mentor (background and experience, engagement, integrity, social skills and role or ethics).

Coaching and mentoring differed markedly, for example in terms of mission, problem solving and use of generalist versus specialist competence. Similarities occurred in the areas of opportunity or idea assessment, and meeting environment, operative role and confidentiality agreements. The authors are convinced that the coach and the mentor have different roles in helping the young individual to become a better entrepreneur. Coaching and mentoring were found to be parallel activities that complement each other.

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New Technology-Based Firms in the New Millennium
Type: Book
ISBN: 978-1-78052-118-3

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Coaching and Mentoring for Academic Development
Type: Book
ISBN: 978-1-78973-907-7

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Coaching and Mentoring for Academic Development
Type: Book
ISBN: 978-1-78973-907-7

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The Catalyst Effect
Type: Book
ISBN: 978-1-78743-551-3

Book part
Publication date: 7 December 2023

Anu Suominen, Vilho Jonsson, Eric Eriksson, Jessica Fogelberg and Johan Bäckman

One of the two main tasks of innovation leadership, a practice to inspire and enable creativity and innovation in organisations, is to construct a creativity-enabling…

Abstract

One of the two main tasks of innovation leadership, a practice to inspire and enable creativity and innovation in organisations, is to construct a creativity-enabling organisational environment. One form of this main task is using developmental interactions, like mentoring, as innovation leadership practices. A hackathon is one type of innovation contest with three designed phases: pre-hackathon, hackathon event and post-hackathon, involving multiple stakeholders with distinct roles, such as hackers and mentors. In a hackathon, the central activity of mentors is to support the hackers’ innovation process, especially in idea creation and concept development. The mentor role has not been focal in hackathon studies; thus, this chapter addresses the role, impact, and ways to acknowledge the mentors as an integral, contributing innovation leadership practice in hackathons. As an empirical study, this chapter presents the results of a public sector case in a Swedish multi-disciplinary municipality conducting intra-organisational hackathons in three different collocations. The chapter contributes to the literature on innovation leadership at the team level with mentorship in innovation contests in the public sector context by revealing the dual-role tension of innovation leadership in mentor activities in the hackathon event phase from both the hackers’ and mentors’ viewpoints, and the necessity of mentor-benefitting training in pre-hackathon phase.

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Innovation Leadership in Practice: How Leaders Turn Ideas into Value in a Changing World
Type: Book
ISBN: 978-1-83753-397-8

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Book part
Publication date: 30 March 2021

Kay Guccione and Steve Hutchinson

Abstract

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Coaching and Mentoring for Academic Development
Type: Book
ISBN: 978-1-78973-907-7

Content available
Book part
Publication date: 30 March 2021

Kay Guccione and Steve Hutchinson

Abstract

Details

Coaching and Mentoring for Academic Development
Type: Book
ISBN: 978-1-78973-907-7

Abstract

Details

The Game Plan of Successful Career Sponsorship
Type: Book
ISBN: 978-1-78756-296-7

Book part
Publication date: 26 May 2020

Trista Hollweck

International educational research has shown that high quality coaching, mentoring, and induction for beginning teachers can enhance development and retention of highly effective…

Abstract

International educational research has shown that high quality coaching, mentoring, and induction for beginning teachers can enhance development and retention of highly effective teachers and, ultimately, increase student success. In Canada, like many jurisdictions, teacher induction programs have grown in popularity as a means to support beginning teachers, yet programs vary greatly in terms of delivery and effectiveness. This chapter presents the findings from a qualitative case study that examined one bespoke teacher induction program in the Western Québec School Board (WQSB). Specifically, it reports on the experience of mentor–coaches (MC) who are part of the school district’s Mentoring and Coaching Fellowship (MCF). In the district, mentoring and coaching are viewed as distinct, yet interconnected components of an effective induction program. In the WQSB, teaching fellows and MCs learn together in a social and situated context (Lave & Wenger, 1991) as they focus on four key elements: the practice of teaching, navigating school and district culture, what it means to be a teacher, and the formation of a teaching identity. Research has shown effective coaching and mentoring programs not only enhance teaching and learning, but also they offer powerful benefits to veteran teachers. With mentoring and coaching practice highly diverse and inconsistent depending on the quality of the relationship and the context, it is clear that effective selection, support and professional learning and development for MCs is essential. This chapter examines the strengths and challenges of the school district’s Mentor–Coach Professional Learning Network (MC PLN) from the perspective of network members. Data collected from questionnaires, focus groups and semi-structured interviews were abductively analyzed with and against Brown and Poortman’s (2018) five supporting conditions for effective PLNs. Study findings indicated that the MC PLN offers valuable professional learning and development for participants and is a critical feature in a powerful induction program that also focuses on “growing the top.” However, challenges also emerged that highlight the need for the district to ensure ongoing attention to the PLN’s structure and processes in order to sustain MC motivation, engagement, and commitment.

Details

Professional Learning Networks: Facilitating Transformation in Diverse Contexts with Equity-seeking Communities
Type: Book
ISBN: 978-1-78769-894-9

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